Transforming Conventional Curriculum with Blended Learning

Mary Ellen Wiltrout, Director of Online and Blended Learning, MIT

As the Director of Online and Blended Learning at MIT, Mary Ellen Wiltrout is responsible for managing the development and execution of projects and promoting the implementation of evidence-based learning. She implements a learning engineering approach to deliver a transformed curriculum, integrating digital learning approaches into existing methods and modules. She prioritizes blended learning experiences for the students of MIT and MOOC courses.

Can you walk us through the journey you have had as an individual in this industry?

As an undergraduate, I started my path as a biology teacher at Carnegie Mellon University. After completing my Ph.D., I worked as a preceptor at Harvard for four years, where I taught molecular and cell biology courses to undergrads.

Even though I was not in the online space then, I used an LMS (learning management system) and incorporated videos and recordings to present in the class for the students. In 2012, MIT and Harvard announced a collaboration to launch the non-profit organization, edX, introducing MOOC (Massive open online courses), where I worked with Eric Lander to put together a MOOC course, ‘the first introduction to biology course’.

After launching the initial introduction to biology MOOC 7.00x in 2013, I continued to work in the department, leading the group. We started exploring the dynamics of MOOC and adding arts and training modules. Our team worked on special projects in blended learning, which allowed us to deliver a smooth transition in 2020. Today, our department is implementing learning initiatives and working with faculty on improving their courses, both online and offline.

What are the major challenges in the current online learning space?

We have seen a significant increase in online learning since 2020, especially in the MOOC area, and students have become more interested in taking online courses. Despite the increased online course involvement, the engagement rate has now started to go back to pre-pandemic levels for MOOCs as people experienced burnout from balancing everything during the pandemic. However, there are major challenges prevailing in the market, particularly in the area of residential learning. As an online platform, MIT does not curate residential learning and does not have an online course for credit systems. Certain course policies demand in-person involvement, which makes the transition to online spaces difficult.

‘‘Treating education as a discipline open to experiment with research, innovation and knowledge, helps deliver an effective experience and design well-structured curriculum.’’

While there are benefits to doing things online, there were issues in 2020 with poorly created course materials due to the short notice. Faculties' lack of exposure to online places also created issues about curating precise modules dedicated to the blended mode of arrangement.

The market is currently trying to figure out the future of online learning. For the future, I hope the learners and students find experiences that are strategically designed for the purpose of being online, and they realize the value of being flexible and balancing other life commitments while still being active in learning.

What technological trends have emerged to address and solve these shortcomings?

The COVID-19 pandemic has forced many individuals and institutions to explore online learning opportunities, and this has led to the emergence of new trends and processes to help tackle the challenges associated with this transition. The pandemic has been able to dictate a way to achieve online learning success that is supportive and not stressful, especially in STEM subjects where traditional exams and performance assessment metrics are often burdening. To address academic burnout, many educational institutions are experimenting with more open-ended and creative assessment methods, such as filming videos or creating other art related to science, or writing about science and industrial activities.

Additionally, the use of technology is also helping to ease the transition to online learning. For example, many institutions are using grading tools, like electronic grading and automatic scoring of exams, that reduces the need for manual grading and saves time for teaching assistants. With the recommendations spreading about the effectiveness of certain systems, people are more willing to try new methodologies and technologies. While these trends may not be accepted across all schools and institutions, they are evidence of a growing willingness to explore and adapt to new challenges in the educational field. Additionally, there is more openness to certificates as a means of showing what one has learned, rather than requiring a degree just for namesake.  

How do you envision the next 2-3 years with all the potential disruptions and transformations that are happening?

As we look toward the future, we can expect to see significant disruptions and transformations, particularly in the realm of education. One of the biggest conversations in the next 2-3 years will be about the role of AI, such as ChatGPT, in assessing student learning. While concerns have been raised about students accessing information too easily and misconduct, it is important to remember that this is not a new issue. The internet has long been a tool for students to find answers quickly.

Instead, the conversation should focus on ways we can redesign assessments that would require applied knowledge and problem-solving skills rather than just memorizing basic facts. The recent focus on ChatGPT has raised awareness about the need to revise the assessment metrics and methodology to ensure academic integrity.

Looking ahead, we can expect to see changes and developments in the way we evaluate student learning as educators incorporate new assessment strategies and technology. By shifting the focus from memorization to clarity and better understanding, we can prepare students for success in the workforce and in life.

What is your advice for peers and current professionals in your field?

Unlearning the age-old methods and adopting new techniques may be challenging or work perfectly initially, as with any new skill, practice, and support can lead to success.

Implement techniques supported by the literature in teaching and learning to improve your practice, regardless of your degree or background. Instead of relying solely on personal feelings and assumptions about learning pedagogy, treating education as a discipline where one can experiment with research and knowledge can lead to effective experiences.

It is also important to accept openness toward learning about what is out there, the best ways to design learning experiences, and what works and does not work about learning. Seek out professional development opportunities and try innovations and approaches to improve your skill and deliver a better experience to your students.

Learning Management